摘要
陶行知和杜威基于不同的哲学根基和社会环境,二者的生活教育理论在教育目的、教育内容、阐释的角度上表现出同中有异。陶行知不是简单地对杜威理论的继承和发展,而是结合国情深入实践并且不断地修正和超越,探索出适合我国的具有鲜明时代特征的生活教育理论路径和体系。当前理论界跟随胡塞尔等现象学家的理论提出的教育"回归生活世界"这一热门话题需要冷静思考,要像陶行知一样不轻易对西方理论照抄照搬,而应该结合国情深入研究,不仅要有理论上的应答,更要有实践上的探索。
Due to their different philosophy foundations and social environment, TAO Xing-zhi＇s life education theory and Dewey＇s are different but with certain degrees of similarity in the aspects of education purpose, content and the angles of interpretation. Tao Xing-zhi＇s hasn＇t simply inherited and developed Dewey＇s theory, but has made a deep practice and revised Dewey＇s theory continuously according to Chinese actual conditions to explore the new method and system of life education theory suited Chinese situation. As for the hot issue argued by Husserl and other phenomenologist that education should return to the life world, we should think in a critical way like TAO Xing-zhi.
出处
《大学教育科学》
CSSCI
2009年第6期60-66,共7页
University Education Science
基金
吕旭峰浙江大学博士生访学成果
河南省哲学社会科学规划项目"构建中国特色和谐发展社会的跨文化思考"(2008BSH001)
关键词
陶行知
杜威
生活教育
回归生活世界
理性思考
TAO Xing- zhi
Dewey
life education
return to the life world
rational reflection
